Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. Howeve...
{"title":"Towards an improved involvement of parents in educating girls: a study on Particularly Vulnerable Tribal Groups in India","authors":"Pallavi Kanungo, Seemita Mohanty, Apparao Thamminaina","doi":"10.1080/00131911.2023.2281236","DOIUrl":"https://doi.org/10.1080/00131911.2023.2281236","url":null,"abstract":"Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. Howeve...","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"17 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-22DOI: 10.1080/00131911.2023.2281227
Claire Toogood
Case studies are an educational tool that can promote active learning, and make learning more accessible, by serving as frameworks for student meaning-making. This action research project focused o...
{"title":"Supporting students to engage with case studies: a model of engagement principles","authors":"Claire Toogood","doi":"10.1080/00131911.2023.2281227","DOIUrl":"https://doi.org/10.1080/00131911.2023.2281227","url":null,"abstract":"Case studies are an educational tool that can promote active learning, and make learning more accessible, by serving as frameworks for student meaning-making. This action research project focused o...","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"21 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1080/00131911.2023.2281229
Una O’Connor Bones, Caroline Courtney, Alison Montgomery, Allison Campbell
The aim of this scoping review is to explore wider international literature to contextualise the role and deployment of classroom assistants in Northern Ireland. A paucity of research in this regio...
{"title":"Classroom assistant roles and deployment models: an international scoping review","authors":"Una O’Connor Bones, Caroline Courtney, Alison Montgomery, Allison Campbell","doi":"10.1080/00131911.2023.2281229","DOIUrl":"https://doi.org/10.1080/00131911.2023.2281229","url":null,"abstract":"The aim of this scoping review is to explore wider international literature to contextualise the role and deployment of classroom assistants in Northern Ireland. A paucity of research in this regio...","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"29 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.1080/00131911.2023.2282122
Abdul-Aziz Dembélé
"Migrant academics’ narratives of precarity and resilience in Europe." Educational Review, ahead-of-print(ahead-of-print), pp. 1–2
“移民学者对欧洲不稳定和恢复力的叙述。”《教育评论》，印刷前，第1-2页
{"title":"Migrant academics’ narratives of precarity and resilience in Europe <b>Migrant academics’ narratives of precarity and resilience in Europe</b> , edited by Olga Burlyuk and Ladan Rahbari, 2023, Olga Burlyuk and Ladan Rahbari, 2023, Cambridge, UK, Open Book Publisher, 280 pp., Open Access, £17,95 (Paperback), ISBN 978-1-80064923-1, ISBN Digital (PDF): 978-1-80064-925-5","authors":"Abdul-Aziz Dembélé","doi":"10.1080/00131911.2023.2282122","DOIUrl":"https://doi.org/10.1080/00131911.2023.2282122","url":null,"abstract":"\"Migrant academics’ narratives of precarity and resilience in Europe.\" Educational Review, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"15 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/00131911.2023.2277085
Max Jacobs
"Making a mass institution: Indianapolis and the American high school." Educational Review, ahead-of-print(ahead-of-print), p. 1
“建立大众机构:印第安纳波利斯和美国高中。”《教育评论》，未付印前第1页
{"title":"Making a mass institution: Indianapolis and the American high school <b>Making a mass institution: Indianapolis and the American high school</b> , by Kyle Steele, New Brunswick, NJ, Rutgers University Press, 2020, 206 pages, $36.95 (paperback), ISBN 9781978814394","authors":"Max Jacobs","doi":"10.1080/00131911.2023.2277085","DOIUrl":"https://doi.org/10.1080/00131911.2023.2277085","url":null,"abstract":"\"Making a mass institution: Indianapolis and the American high school.\" Educational Review, ahead-of-print(ahead-of-print), p. 1","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":" 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1080/00131911.2023.2277124
Adi Sapir, Ravit Mizrahi-Shtelman
ABSTRACTIn this study we explore the care work of homeroom teachers, who, in many educational systems, are responsible for the social and emotional wellbeing of students in their homeroom classes. The study is based on in-depth semi-structured interviews with 70 homeroom teachers in Israeli elementary, middle and high schools, and draws on Tronto’s ethics of care combined with a practice-based approach to expertise. We argue that homeroom teachers develop unique, practice-based expertise, based on four distinct but interrelated forms of care work: intuitive work, relational work, emotional work and sensory work. Homeroom teachers develop their care expertise amid institutionalised deficiency in professional training in care work and a lack of organisational support for this work in schools. These structural problems detract from teachers’ ability to provide competent caregiving, a necessary element in Tronto’s ethics, and they constitute a warning sign concerning the capacity of k-12 education to provide good care.KEYWORDS: Care workhomeroom teachersexpertiseethics of carepractice-based learning Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis research was supported by The Lion Family Foundation.
{"title":"Experts in care: homeroom teachers, care work and the development of practice-based care expertise","authors":"Adi Sapir, Ravit Mizrahi-Shtelman","doi":"10.1080/00131911.2023.2277124","DOIUrl":"https://doi.org/10.1080/00131911.2023.2277124","url":null,"abstract":"ABSTRACTIn this study we explore the care work of homeroom teachers, who, in many educational systems, are responsible for the social and emotional wellbeing of students in their homeroom classes. The study is based on in-depth semi-structured interviews with 70 homeroom teachers in Israeli elementary, middle and high schools, and draws on Tronto’s ethics of care combined with a practice-based approach to expertise. We argue that homeroom teachers develop unique, practice-based expertise, based on four distinct but interrelated forms of care work: intuitive work, relational work, emotional work and sensory work. Homeroom teachers develop their care expertise amid institutionalised deficiency in professional training in care work and a lack of organisational support for this work in schools. These structural problems detract from teachers’ ability to provide competent caregiving, a necessary element in Tronto’s ethics, and they constitute a warning sign concerning the capacity of k-12 education to provide good care.KEYWORDS: Care workhomeroom teachersexpertiseethics of carepractice-based learning Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis research was supported by The Lion Family Foundation.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"21 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1080/00131911.2023.2267188
Sarah Aiston, Tanya Fitzgerald
ABSTRACTVice-Chancellors, Presidents, or Rectors occupy elite public positions in universities. A cursory glance of the roll call of names across elite universities (‘top 100') globally reveals the dominance of white males. Research has given us some insight into the profiles of these senior leaders and their selection, but not with a particular focus on elite universities. Our theoretical disquiet in this conceptual article is linked with an enduring unease that processes of formal and informal merit work to reproduce, not eradicate, deep inequities in the recruitment and appointment of Vice-Chancellors, Presidents, or Rectors at elite universities. In this article, we suggest that we need to rethink and reframe how we approach equality, diversity and inclusion in higher education leadership at elite universities. We propose a different set of questions need to be asked; questions about performative understandings of merit and meritocracy. We argue that underpinning rhetoric of meritocracy works as a visible and audible performative tool that offers an appearance of a just, fair, and neutral process, yet reinforces the sameness of leadership. In querying discourses of merit and troubling the façade of diversity we take an intersectional approach, moving beyond single and conventional forms of discrimination. This conceptual paper draws upon a range of literatures and illustrative biographical examples to highlight the critical importance of an intersectional analysis that situates merit as a form of advantage/disadvantage precisely because of the way in which these discourses are framed and enacted. Vice-Chancellors, Presidents, or Rectors occupy elite public positions in universities. A cursory glance of the roll call of names across elite universities (‘top 100’) globally reveals the dominance of white males. Research has given us some insight into the profiles of these senior leaders and their selection, but not with a particular focus on elite universities. Our theoretical disquiet in this conceptual article is linked with an enduring unease that processes of formal and informal merit work to reproduce, not eradicate, deep inequities in the recruitment and appointment of Vice-Chancellors, Presidents, or Rectors at elite universities. In this article, we suggest that we need to rethink and reframe how we approach equality, diversity and inclusion in higher education leadership at elite universities We propose a different set of questions need to be asked; questions about performative understandings of merit and meritocracy. We argue that underpinning rhetoric of meritocracy works as a visible and audible performative tool that offers an appearance of a just, fair, and neutral process, yet reinforces the sameness of leadership. In querying discourses of merit and troubling the façade of diversity we take an intersectional approach, moving beyond single and conventional forms of discrimination. This conceptual paper draws upon a range of litera
{"title":"Trajectories of merit: re-viewing leadership in elite universities","authors":"Sarah Aiston, Tanya Fitzgerald","doi":"10.1080/00131911.2023.2267188","DOIUrl":"https://doi.org/10.1080/00131911.2023.2267188","url":null,"abstract":"ABSTRACTVice-Chancellors, Presidents, or Rectors occupy elite public positions in universities. A cursory glance of the roll call of names across elite universities (‘top 100') globally reveals the dominance of white males. Research has given us some insight into the profiles of these senior leaders and their selection, but not with a particular focus on elite universities. Our theoretical disquiet in this conceptual article is linked with an enduring unease that processes of formal and informal merit work to reproduce, not eradicate, deep inequities in the recruitment and appointment of Vice-Chancellors, Presidents, or Rectors at elite universities. In this article, we suggest that we need to rethink and reframe how we approach equality, diversity and inclusion in higher education leadership at elite universities. We propose a different set of questions need to be asked; questions about performative understandings of merit and meritocracy. We argue that underpinning rhetoric of meritocracy works as a visible and audible performative tool that offers an appearance of a just, fair, and neutral process, yet reinforces the sameness of leadership. In querying discourses of merit and troubling the façade of diversity we take an intersectional approach, moving beyond single and conventional forms of discrimination. This conceptual paper draws upon a range of literatures and illustrative biographical examples to highlight the critical importance of an intersectional analysis that situates merit as a form of advantage/disadvantage precisely because of the way in which these discourses are framed and enacted. Vice-Chancellors, Presidents, or Rectors occupy elite public positions in universities. A cursory glance of the roll call of names across elite universities (‘top 100’) globally reveals the dominance of white males. Research has given us some insight into the profiles of these senior leaders and their selection, but not with a particular focus on elite universities. Our theoretical disquiet in this conceptual article is linked with an enduring unease that processes of formal and informal merit work to reproduce, not eradicate, deep inequities in the recruitment and appointment of Vice-Chancellors, Presidents, or Rectors at elite universities. In this article, we suggest that we need to rethink and reframe how we approach equality, diversity and inclusion in higher education leadership at elite universities We propose a different set of questions need to be asked; questions about performative understandings of merit and meritocracy. We argue that underpinning rhetoric of meritocracy works as a visible and audible performative tool that offers an appearance of a just, fair, and neutral process, yet reinforces the sameness of leadership. In querying discourses of merit and troubling the façade of diversity we take an intersectional approach, moving beyond single and conventional forms of discrimination. This conceptual paper draws upon a range of litera","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"5 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/00131911.2023.2265259
Aysha Mazhar
"Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life." Educational Review, ahead-of-print(ahead-of-print), pp. 1–2 AcknowledgmentsAs this review is based on a title that explores doctoral writing, I express deep gratitude to my wonderful PhD supervisors, Stella Coyle and Sotirios Santatzoglou, who have treated my draft chapters and other thesis-adjacent writings with immense care and thought. I dedicate this review to Ellie Assaf, Amy Louise Blaney, Emma Bonfiglio, Laura Carter, Bethany Edge and Sophia Hayat Taha, for their camaraderie, strength and continued encouragement.
{"title":"Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life <b>Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life</b> , by Katherine Firth, Abingdon, Routledge, 2023, 200 pp., £21.99(Paperback), ISBN 9781032310817","authors":"Aysha Mazhar","doi":"10.1080/00131911.2023.2265259","DOIUrl":"https://doi.org/10.1080/00131911.2023.2265259","url":null,"abstract":"\"Writing well and being well for your PhD and beyond: how to cultivate a strong and sustainable writing practice for life.\" Educational Review, ahead-of-print(ahead-of-print), pp. 1–2 AcknowledgmentsAs this review is based on a title that explores doctoral writing, I express deep gratitude to my wonderful PhD supervisors, Stella Coyle and Sotirios Santatzoglou, who have treated my draft chapters and other thesis-adjacent writings with immense care and thought. I dedicate this review to Ellie Assaf, Amy Louise Blaney, Emma Bonfiglio, Laura Carter, Bethany Edge and Sophia Hayat Taha, for their camaraderie, strength and continued encouragement.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136293861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/00131911.2023.2263662
John Everatt, Jo Fletcher, Jean Kim, Yogeetha Bala Subramaniam
This paper explores the perceptions of New Zealand teachers and principals about how English as an additional language (EAL) students are faring in the profound changes to the architectural design of school building structures. A national online survey was sent to teachers, middle management and principals in schools and provided qualitative responses to gage the perceptions of participants. Additionally, semi-structured interviews were conducted with eight teachers at four primary schools. The perceptions of these key people provide a range of lenses to better understand the interplay between EAL students’ learning, physical classroom environments and culturally inclusive pedagogical practices. The study found that the innovative architectural design of classrooms may benefit EAL students when the following factors are taken into consideration: (i) peer teaching and student collaboration, (ii) teacher support for EAL students, (iii) classroom noise, and (iv) teachers’ perceptions of EAL students’ personality/cultural traits.
{"title":"What do New Zealand teachers and principals perceive is happening for English as an additional language students with the changing architecture of New Zealand schools?","authors":"John Everatt, Jo Fletcher, Jean Kim, Yogeetha Bala Subramaniam","doi":"10.1080/00131911.2023.2263662","DOIUrl":"https://doi.org/10.1080/00131911.2023.2263662","url":null,"abstract":"This paper explores the perceptions of New Zealand teachers and principals about how English as an additional language (EAL) students are faring in the profound changes to the architectural design of school building structures. A national online survey was sent to teachers, middle management and principals in schools and provided qualitative responses to gage the perceptions of participants. Additionally, semi-structured interviews were conducted with eight teachers at four primary schools. The perceptions of these key people provide a range of lenses to better understand the interplay between EAL students’ learning, physical classroom environments and culturally inclusive pedagogical practices. The study found that the innovative architectural design of classrooms may benefit EAL students when the following factors are taken into consideration: (i) peer teaching and student collaboration, (ii) teacher support for EAL students, (iii) classroom noise, and (iv) teachers’ perceptions of EAL students’ personality/cultural traits.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136353592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/00131911.2023.2260686
Tony Hall
"Emergent trends in comparative education: the dialectic of the global and the local." Educational Review, ahead-of-print(ahead-of-print), pp. 1–2
比较教育的新兴趋势:全球与地方的辩证关系。《教育评论》，印刷前，第1-2页
{"title":"Emergent trends in comparative education: the dialectic of the global and the local <b>Emergent trends in comparative education: the dialectic of the global and the local</b> edited by Lauren Ila Misiaszek, Robert F. Arnove and Carlos Alberto Torres (2022) Lanham, Maryland, U.S., Rowman and Littlefield, 316pp., £38.50Paperback, ISBN: 978-1-5381-4558-6","authors":"Tony Hall","doi":"10.1080/00131911.2023.2260686","DOIUrl":"https://doi.org/10.1080/00131911.2023.2260686","url":null,"abstract":"\"Emergent trends in comparative education: the dialectic of the global and the local.\" Educational Review, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136292857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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